UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #6 Facet: Explanation Grade Level: 9-Diploma Numbers of Days: Four Days Topic: THE CLOSING OF THE FRENCH REVOLUTION
PART I:
Objectives Scholars will understand that the French Revolution forever altered the world. Scholars will be able to describe the changes Europe underwent during the French Revolution. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future. Scholars will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, and German Unification.
Product: Storybird.com
Maine Learning Results (MLR) Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800" Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: A,B,C,D
Rationale: Scholars will gain knowledge of the lasting impact the French Revolution has had outside the boarders of its own nation, giving evidence to the significance of events. Scholars will be aware of the influences the French Revolution has had on the evolution of numerous nations including the United States.
Assessment Formative (Assessment for Learning): Section I – checking for understanding during instruction Scholars will trace their hands and then write five facts (one per finger) that resonated with them from the class discussion on the close of the revolution.
Section II – timely feedback for products (self, peer, teacher) Storybird.com: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the stories and write additional comments; scholars will be supplied a copy at the start of the next class.
Summative (Assessment of Learning): Storybird.com: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Integration Technology: Technology will be integrated through the use of Storybird.com, this site will allow for scholars to be able to creatively express their knowledge and interpretation of the French Revolution. Site will be accessed on individual laptops.
Content Areas:
English: Scholars will be required to use creative writing skills as well as showcase a sufficient knowledge of grammar and punctuation.
Art: Scholars will be expected to produce work that is done creatively and attracts viewers in. All scholars will have to showcase their artistic ability to exceed expectations.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Scholars will use a Storyboard graphic organizer to story board their digital story. Scholars will participate in a Three Minute Review activity, they will be orginized in groups of three to give a three minute review to the class of the content that was just taught.
Section II – Groups and Roles for Product Scholars will write on an index card which activity they are most skilled at doing: note taking, organizing, or orating. Scholars will then be tasked forming groups of three that have a representative from each option. The note taker will record all the information given out during their assigned period of time. The organizer will select the key points that should be touched on. The orator will present the information to the class.
Differentiated Instruction Verbal: Scholars will read one book of their choosing that references the French Revolution (audio book, comic, fiction, non-fiction). Logic: Scholars will use a Storyboard graphic organizer to storyboard the events that had the most lasting impact on Europe. Visual: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day. Intrapersonal: Scholars will be assigned groups to give a three-minute review to the class of content that was just taught. Interpersonal: Scholars will participate in a Handprint activity where they will trace their hands and then write five facts (one per finger) that resonated with them.
Modifications/Accommodations From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will have the opportunity to continue with their selected reading and work on their digital story from remote access. Additional online resources will be listed to allow students to self explore the topics.
Extensions Type II technology: Technology will be integrated through the use of Storybird.com, this site will allow scholars to creatively express their knowledge and interpretation of the French Revolution. Site will be accessed on individual laptops.
Gifted Students: Gifted scholars will be given the opportunity to challenge themselves through the text they select to read for the duration of this lesson. The summative assignment will additionally allow for scholars to challenge themselves accordingly.
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Three Minute Review: Teacher presentation and class discussion. (55min)
Give Me 5: “Trace your hand and then write five facts (one per finger) that resonated with them from the class discussion.” (10min)
Day Two:
Book Selection: Find a book to read that’s theme centers around the French Revolution – Audio or Text. (20mins)
Storyboard: Brainstorm ideas for your digital story and storyboard one option, bring your completed storyboard to me to discuss. (40mins)
Project Mission: Log into Storybird.com and get started on your digital story. (20mins)
Day Three:
Project Mission: Work on your digital story. (80mins)
Top Secret Mission: Finish what you have left of you digital story. Due: Next Class. (3days).
Day Four: (Last day)
Project Mission: Digital story presentations. (70mins)
Wrap-up: Unit reflection discussion. (10mins)
Top Secret Mission: Write me an Email where you explain one thing that you learned about yourself while working on this unit and one concept that you were first introduced to during this time. Due: Next class. (1day).
Classroom Arrangement: The desks will be arranged in a large U.
Scholars will understand that the French Revolution forever altered Europe. Scholars will be able to describe the changes Europe underwent during the French Revolution. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future. As a hook scholars will watch a StoryBird.com production that I created, which reflects the task they will be assigned at the end of the lesson. Where, Why, What, Hook, Tailor: Verbal, Visual.
Scholars will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, and German Unification. Scholars will use a Storyboard graphic organizer to story board their digital story. Scholars will participate in a Three Minute Review activity, they be assigned in groups of three to give a three minute review to the class of the content that was just taught. Scholars will trace their hands and then write five facts (one per finger) that resonated with them from the class discussion on the close of the revolution. Equip, Explore, Rethink, Tailors: Visual, Logical, Verbal, Intrapersonal, Interpersonal.
Scholars will be able to describe the changes Europe underwent during the French Revolution. Scholars will be tasked with creating a story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day. Scholars will write on an index card which activity they are most skilled at doing: note taking, organizing, or orating. Scholars will then be tasked forming groups of three that have a representative from each option. The note taker will record all the information given out during their assigned period of time. The organizer will select the key points that should be touched on. The orator will present the information to the class. Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day. Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Storybird.com: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the stories and write additional comments; scholars will be supplied a copy at the start of the next class. Evaluate, Tailors: Logical, Visual, Intrapersonal.
Content Notes The French Empire:The First French Empirealso known as the Greater French Empire or Napoleonic Empire, was the empire of Napoleon I of France. It was the dominant power of much of continental Europe at the beginning of the 19th century.
Napoleonic Wars:A series of wars declared against Napoleon's French Empire by opposing coalitions. As a continuation of the wars sparked by the French Revolution of 1789, they revolutionized European armies and played out on an unprecedented scale, mainly owing to the application of modern mass conscription. French power rose quickly as Napoleon's armies conquered much of Europe but collapsed rapidly after France's disastrous invasion of Russia in 1812.
Napoleonic Code:established under Napoleon I in 1804. The code forbade privileges based on birth, allowed freedom of religion, and specified that government jobs should go to the most qualified.
German Unification:The formal unification of Germany into a nation state officially occurred on January 18th, 1871 at the Versailles Palace's Hall of Mirrors in France. Princes of the German states gathered there to proclaim Wilhelm of Prussia as Emperor Wilhelm of the German Empire after the French surrender in the Franco-Prussian War. Unofficially, the transition of most of the German-speaking populations into a federated organization of states occurred over nearly a century of experimentation.
American Revolution:The American Revolution was a political upheaval during the last half of the 18th century in which thirteen colonies in North America joined together to break from the British Empire, combining to become the United States of America.
Handouts
Storyboard graphic organizer – 25 copies
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: Clipboards will find comfort in the Class Wiki, which outlines activities, and mission specifics for the entire unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detail.
Microscope: Microscopes will enjoy the option of selecting a text of their choice; this will give them an opportunity to further explore a particular element of the French Revolution that has caught their interest.
Puppy: I have asked that all scholars meet with me personally before they begin with their digital story, this will allow me an opportunity to touch base with each scholar and get a better understanding of where they are both in reference to academics and personally.
Beach Ball: The project mission assigned for this unit has an open-ended topic and allows scholars to choose what theme they will focus on. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school. Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Scholars will participate in a Three Minute Review activity, they be assigned in groups of three to give a three minute review to the class of the content that was just taught. Scholars will trace their hands and then write five facts (one per finger) that resonated with them from the class discussion on the close of the revolution.
Summative: Storybird.com: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Rationale: The assessments in this lesson allow for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used for the digital story will supply a base for project grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Maine Learning Results: Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800" Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: A,B,C,D
Facet: Explanation
Rationale: Scholars will be able to analyze the lasting outcomes of the French Revolution and then express their own opinions on the matter. Scholars will be asked to communicate their thoughts creatively through a digital story.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Scholars will read one book of their choosing that references the French Revolution (audio book, comic, fiction, non-fiction). Logic: Scholars will use a Storyboard graphic organizer to storyboard the events that had the most lasting impact on Europe. Visual: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day. Intrapersonal: Scholars will be assigned groups to give a three-minute review to the class of content that was just taught. Interpersonal: Scholars will participate in a Handprint activity where they will trace their hands and then write five facts (one per finger) that resonated with them.
Type II Technology: Technology will be integrated through the use of Storybird.com, this site will allow for scholars to be able to creatively express their knowledge and interpretation of the French Revolution. Site will be accessed on individual laptops.
Rationale: Storybird.com will allow for scholars to be able to creatively express their knowledge and interpretation of the French Revolution.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Scholars will show creativity in the choices they make in regards to the creation of their digital story. Through their participation in the 3 Minute Review activity scholars will exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: This lesson plan is rich in differentiation in both how students are assessed and asked to learn allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Devin C. Boilard Lesson: #6 Facet: Explanation
Grade Level: 9-Diploma Numbers of Days: Four Days
Topic: THE CLOSING OF THE FRENCH REVOLUTION
PART I:
Objectives
Scholars will understand that the French Revolution forever altered the world. Scholars will be able to describe the changes Europe underwent during the French Revolution. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future. Scholars will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, and German Unification.
Product: Storybird.com
Maine Learning Results (MLR)
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Rationale: Scholars will gain knowledge of the lasting impact the French Revolution has had outside the boarders of its own nation, giving evidence to the significance of events. Scholars will be aware of the influences the French Revolution has had on the evolution of numerous nations including the United States.
Assessment
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Scholars will trace their hands and then write five facts (one per finger) that resonated with them from the class discussion on the close of the revolution.
Section II – timely feedback for products (self, peer, teacher)
Storybird.com: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the stories and write additional comments; scholars will be supplied a copy at the start of the next class.
Summative (Assessment of Learning):
Storybird.com: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Integration
Technology:
Technology will be integrated through the use of Storybird.com, this site will allow for scholars to be able to creatively express their knowledge and interpretation of the French Revolution. Site will be accessed on individual laptops.
Content Areas:
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Scholars will use a Storyboard graphic organizer to story board their digital story. Scholars will participate in a Three Minute Review activity, they will be orginized in groups of three to give a three minute review to the class of the content that was just taught.
Section II – Groups and Roles for Product
Scholars will write on an index card which activity they are most skilled at doing: note taking, organizing, or orating. Scholars will then be tasked forming groups of three that have a representative from each option. The note taker will record all the information given out during their assigned period of time. The organizer will select the key points that should be touched on. The orator will present the information to the class.
Differentiated Instruction
Verbal: Scholars will read one book of their choosing that references the French Revolution (audio book, comic, fiction, non-fiction).
Logic: Scholars will use a Storyboard graphic organizer to storyboard the events that had the most lasting impact on Europe.
Visual: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Intrapersonal: Scholars will be assigned groups to give a three-minute review to the class of content that was just taught.
Interpersonal: Scholars will participate in a Handprint activity where they will trace their hands and then write five facts (one per finger) that resonated with them.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Scholars that have occurred an absence will have the opportunity to reference the class Wiki to gain knowledge of what was gone over and discussed in class. Scholars will have the opportunity to continue with their selected reading and work on their digital story from remote access. Additional online resources will be listed to allow students to self explore the topics.
Extensions
Type II technology:
Technology will be integrated through the use of Storybird.com, this site will allow scholars to creatively express their knowledge and interpretation of the French Revolution. Site will be accessed on individual laptops.
Gifted Students:
Gifted scholars will be given the opportunity to challenge themselves through the text they select to read for the duration of this lesson. The summative assignment will additionally allow for scholars to challenge themselves accordingly.
Materials, Resources and Technology
Source for Lesson Plan and Research
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda
Day One:
Day Two:
Day Three:
- Project Mission: Work on your digital story. (80mins)
Top Secret Mission: Finish what you have left of you digital story. Due: Next Class. (3days).Day Four: (Last day)
- Project Mission: Digital story presentations. (70mins)
- Wrap-up: Unit reflection discussion. (10mins)
Top Secret Mission: Write me an Email where you explain one thing that you learned about yourself while working on this unit and one concept that you were first introduced to during this time. Due: Next class. (1day).Classroom Arrangement: The desks will be arranged in a large U.
Scholars will understand that the French Revolution forever altered Europe. Scholars will be able to describe the changes Europe underwent during the French Revolution. Scholars will use the knowledge gained to understand how the actions of the past have repercussions and effects far into the future. As a hook scholars will watch a StoryBird.com production that I created, which reflects the task they will be assigned at the end of the lesson.
Where, Why, What, Hook, Tailor: Verbal, Visual.
Scholars will know: French Empire, Napoleonic Wars, Napoleonic Code, Code Civil, and German Unification. Scholars will use a Storyboard graphic organizer to story board their digital story. Scholars will participate in a Three Minute Review activity, they be assigned in groups of three to give a three minute review to the class of the content that was just taught. Scholars will trace their hands and then write five facts (one per finger) that resonated with them from the class discussion on the close of the revolution.
Equip, Explore, Rethink, Tailors: Visual, Logical, Verbal, Intrapersonal, Interpersonal.
Scholars will be able to describe the changes Europe underwent during the French Revolution. Scholars will be tasked with creating a story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day. Scholars will write on an index card which activity they are most skilled at doing: note taking, organizing, or orating. Scholars will then be tasked forming groups of three that have a representative from each option. The note taker will record all the information given out during their assigned period of time. The organizer will select the key points that should be touched on. The orator will present the information to the class. Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Storybird.com: Scholars will assess their own work using an assigned rubric that outlines the qualities and key features of exemplary work. I will fill-out the same rubric while independently reviewing the stories and write additional comments; scholars will be supplied a copy at the start of the next class.
Evaluate, Tailors: Logical, Visual, Intrapersonal.
Content Notes
The French Empire:The First French Empirealso known as the Greater French Empire or Napoleonic Empire, was the empire of Napoleon I of France. It was the dominant power of much of continental Europe at the beginning of the 19th century.
Napoleonic Wars:A series of wars declared against Napoleon's French Empire by opposing coalitions. As a continuation of the wars sparked by the French Revolution of 1789, they revolutionized European armies and played out on an unprecedented scale, mainly owing to the application of modern mass conscription. French power rose quickly as Napoleon's armies conquered much of Europe but collapsed rapidly after France's disastrous invasion of Russia in 1812.
Napoleonic Code:established under Napoleon I in 1804. The code forbade privileges based on birth, allowed freedom of religion, and specified that government jobs should go to the most qualified.
German Unification:The formal unification of Germany into a nation state officially occurred on January 18th, 1871 at the Versailles Palace's Hall of Mirrors in France. Princes of the German states gathered there to proclaim Wilhelm of Prussia as Emperor Wilhelm of the German Empire after the French surrender in the Franco-Prussian War. Unofficially, the transition of most of the German-speaking populations into a federated organization of states occurred over nearly a century of experimentation.
American Revolution:The American Revolution was a political upheaval during the last half of the 18th century in which thirteen colonies in North America joined together to break from the British Empire, combining to become the United States of America.
Handouts
Storyboard graphic organizer – 25 copies
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will find comfort in the Class Wiki, which outlines activities, and mission specifics for the entire unit. Additionally each project mission, though open ended with its topic, will be introduced with clarity and detail.
Microscope: Microscopes will enjoy the option of selecting a text of their choice; this will give them an opportunity to further explore a particular element of the French Revolution that has caught their interest.
Puppy: I have asked that all scholars meet with me personally before they begin with their digital story, this will allow me an opportunity to touch base with each scholar and get a better understanding of where they are both in reference to academics and personally.
Beach Ball: The project mission assigned for this unit has an open-ended topic and allows scholars to choose what theme they will focus on. When it comes to the specific topic of a project mission I value a scholars personal interest, I want them to enjoy themselves when dealing with all matters of school. Beach Balls will love the numerous possibilities it allows them.
Rationale: The overall atmosphere of the class, encouraged through one on one discussions as well as group work, creates an environment where exploration and creativity can take place. The structure of time and strong modes of communication will supply the foundation for learning.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Scholars will participate in a Three Minute Review activity, they be assigned in groups of three to give a three minute review to the class of the content that was just taught. Scholars will trace their hands and then write five facts (one per finger) that resonated with them from the class discussion on the close of the revolution.
Summative:
Storybird.com: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Rationale:
The assessments in this lesson allow for expression of knowledge through a range of formats, effectively showing differentiation. The rubric used for the digital story will supply a base for project grading and give proper guidelines to scholars as to what is expected of them.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
(See Content Notes)
Maine Learning Results:
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade Level Span: Grades 9-Diploma, "The Early Modern World, 1450-1800"
Students understand major eras, major enduring themes, and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: A,B,C,D
Facet: Explanation
Rationale: Scholars will be able to analyze the lasting outcomes of the French Revolution and then express their own opinions on the matter. Scholars will be asked to communicate their thoughts creatively through a digital story.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Scholars will read one book of their choosing that references the French Revolution (audio book, comic, fiction, non-fiction).
Logic: Scholars will use a Storyboard graphic organizer to storyboard the events that had the most lasting impact on Europe.
Visual: Scholars will be tasked with creating a digital story using Storybird.com to communicate a particular theme or topic of the French revolution that had enduring effects and how it is significant to present day.
Intrapersonal: Scholars will be assigned groups to give a three-minute review to the class of content that was just taught.
Interpersonal: Scholars will participate in a Handprint activity where they will trace their hands and then write five facts (one per finger) that resonated with them.
Type II Technology:
Technology will be integrated through the use of Storybird.com, this site will allow for scholars to be able to creatively express their knowledge and interpretation of the French Revolution. Site will be accessed on individual laptops.
Rationale:
Storybird.com will allow for scholars to be able to creatively express their knowledge and interpretation of the French Revolution.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Scholars will show creativity in the choices they make in regards to the creation of their digital story. Through their participation in the 3 Minute Review activity scholars will exhibit their ability to collaborate with their peers to produce a reflective piece of work.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
This lesson plan is rich in differentiation in both how students are assessed and asked to learn allowing for equal opportunity of expression for all learners. Rich learning environments are created and supported thanks to the integration of technology